Forestry Lesson Plan by Elise Evans

Day 1

Introduction

• Get to know you Game (take roll while you play game) 
• Names, age, where they're from, Hobbies, name game
• Introduce requirements for the day, warn about homework, warn about boring day today
• Rules (My Rules: Respect, pay attention, participate, you can say your own)
• Intro to Forests
• What are forests?
• ecosystem
• trees and plants and wildlife
• forest strata MBB pg9
• MBB pg 8
• What is forestry?
• The study of forests
• Start req 4 lecture
• Multiple use management
• sustainable forest management
• silvacultrual systems
• even aged (clear cut, seed tree)
• Uneven aged (single tree selection, group selection)
• Make sure to talk about improper harvest - req 6ab
• Intermediate Cuttings MBB pg 57-58
• Improvement cuttings
• sanitation cuttings
• savage cuttings
• Prescribed Burning
• Flow from prescribed burnings into wildfires req 6abdc
• How wildfires are good
• soil
• lodgepole pines 
• prevents future fires
• creates space
• How wildfires are bad
• devastates area (connect back to clear cutting)
• wildlife lose homes not lives
• Fire Safety
• humans #1 cause of fire. 
• 9 out of 10 wildfires are human caused
• How we can be safe
• Firefighting starts on pg 66 in MBB
• foresters
• ground crew/air crew
• surface fires/ crown fires and good/bad
• How they fight fire
• remove fuel supply 
• cut off air
• lower the heat
• Encourage scouts to find local wildfire agency # of any campground they go to & their areas list w/ emergency #'s 
• Requirement 5c Make a poster as groups or individuals.
• we are "starting" a "campaign" against wildfires. There posters "will be hung around camp" to spread fire awareness. Let scouts know that they wont really, but to make them as if they were. Group must write half page including: what poster is about, how it helps campaign or their part in the campaign.
• This is Nicole and I say that they can vote the best poster in the class and we can hang it in the Lodge for the week on the bulletin board.  
• Let them leave once poster and page is finished but remember to assign homework! Each person must collect 15 plants to identify in class the next day. Plant SAMPLES not the whole thing. 
• Another Nature Nicole blip : do not let them pick along the nature trail. 
• Day 2 
• Greet class as they walk in and try to remember names
• Review from the day before
• Why are forests important? Why do we need, protect and manage them? Let them throw out answers then start into req 3a.
• 1. contribute to economy in the form of products. List of forest based products on pg 40-41.
• 2. recreation/health- stress relief, time moves slower in the forest, good air, exercise in the form of airsoft, paintpall, hunting, hiking, mt biking, camping, etc,..
• 3. soil- decomposition puts nutrients into soil and the plants keep the soil in place. 
• 4. Clean water- the #1 pollutant of water is dirt. Plants keep dirt out of water.
• 5. Clean air - photosynthesis sequestration pg 44
• 6&8 wildlife habitat- one of best food, shelter, water nearby, easy for endangered animals to adapt to. overgrazing.
• 7. Fish habitat- pg45 clean water negetation where insects live, vegetation fish eat, shade keeps water temp more stable, branches, etc for spawning.
• Watershed req 3b
• what is a watershed?
• AR watershed
• keep clean
• Req 2c sketch
• have kids sketch aspen scars and chokecherry parasite
• when finished, they take notes (no complete sentences just key words and phrases) on :
• Aspen damage: what it is, cause, effect
• Parasite: what it is, cause, effect
• Req 1 Identification
• take plants from scouts. combine. Put duplicates together set aside plants you don't know. Have them take detailed notes including: plant name, whether it's native, exotic, or invasive, they should be writing more than that. 
• Req 7 Report MBB 74-76
• half page report about a career related to forestry. be strict, no big spaces, no double spacing, no writing big, no repetitions, no filler words, no the ends make sure they use their brains.
• Must include 3 main points:
• career description
• education/classes needed
• why did they choose that career?
• Possible careers
• educator, consultant, forest manager, forester, park ranger, wildfire firefighter. 
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